Call for Papers: Citizenship Teaching and Learning

Citizenship Teaching and Learning explores issues of social and moral responsibility, community involvement and political literacy. It advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including diversity, identity, equality and social justice within social, moral, political and cultural contexts. It is global in scope.

A FREE issue is available online: http://www.intellectbooks.co.uk/journals/view-issue,id=1841/

ISSN: 17511917 | Online ISSN: 17511925
First published in 2005 | 3 issues per volume | Current Issue: Volume 6 / Issue 1

Editor
Ian Davies (id5@york.ac.uk), University of York

CFP: Issue 7.1

Topics may include (but are not limited to):

·     The connection between citizenship education and students’ formal academic achievement and attainment

·     The ways in which new technologies are used in the development of citizenship education

·     Insights into the connection between citizenship education and voter turnout

·     Explorations of the contributions made by citizenship education to community engagement

We would also welcome case studies of citizenship education in specific countries or areas, and assessment and reportage on citizenship education in general.
Articles should be written in English and be of 5–6,000 words in length. They should be sent to the journal’s administrator, Nathan Fretwell (ctl@londonmet.ac.uk) by 22 April 2011.

Articles should be submitted in accordance with Intellect’s guidelines to be found at: http://www.intellectbooks.co.uk/auth/links/StyleGuide.pdf.

CFP: Issue 7.2 (Special Issue)

Theme: History and Citizenship Education: International Perspectives and Promising New Directions

Guest editors: Alan Sears, University of New Brunswick
Carla Peck, University of Alberta

In a number of jurisdictions around the world citizenship and history education have been regarded as separate subjects despite clear areas of overlap in terms of educational purposes and specific content; indeed, these disciplines have sometimes been described as being at war. More recently, scholars and practitioners in Australia, the United States, England, and Canada (to name a few) have begun to explore the possibility of closer curricular connections between the two areas.

The purpose of this issue is to bring together scholarship on new and innovative interconnections between history and citizenship education across a range of jurisdictions. Proposals are welcome from those who wish to explore the promising aspects of these connections or others who wish to raise critical questions about them. 
The editors are seeking contributions from a range of international jurisdictions that explore themes such as:

·     The relationship between history and citizenship education in policy and practice

·     Current debates/issues related to history and citizenship education

·     Current and/or innovative practice in history and citizenship education

·     Future possibilities for collaboration between history and citizenship education

·     Research connecting history and citizenship education

·     Examples of history and citizenship education that occur outside of ‘traditional’ boundaries, such as memory work, museum studies, etc.

·     Identity politics, history and citizenship

Submissions of 6000 words or less (including references) are welcome.  The deadline for receipt of submissions is 15 April 2011 and the issue will be published in March 2012. Submissions should be emailed to: asears@unb.ca

A study guide is available on the journal website at http://www.intellectbooks.co.uk/journals/view-Journal,id=193/

Articles should be submitted in accordance with Intellect’s guidelines to be found at: http://www.intellectbooks.co.uk/auth/links/StyleGuide.pdf.